高三英语写作课Travel journal教学案例
高中英语 Unit 3(Travel Journal)教案14 新人教版必修1 教案
Unit3 Travel Journey-writing1.Teaching goals:.Improve the students’ writing ability.2.Teaching important and difficult points:. Use the language by reading, listening, speaking and writing.3.Teaching procedure:Step 1 .lead-inIn this unit, we have read the first two parts of a travel journal and have listened to the third part of the travel journal. What is the difference between a journal and a diary? Let’s read the passage on page 23 and find out the difference between the two.Step2.writing(1).preparationT: show a letter , ok, Wang Kun, You have got a new mail from your friend Michael, would you like all of our classmates to read it?S: OK.附信的内容Dear Wang Kun,How are you these days? I keep worrying about you all the time. How was your trip? I think you must have a great fun.I decide to travel in Tibet next week. So I write to you to ask some information about Tibet because I need to do some preparatio ns. Then could you tell me something about……Best wishes!(2) Writing a letter Now let’s do a writing practice. Imagine that you are a friend of Wang Wei. Write a short letter to her and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using at least two of these expressions:Have a nice/good time. Have a nice/good trip. Take care.Good luck on your journey. Say “Hello” to …. Write to me.Give my best/love wishes to …. Ha ve fun.Tell the students that they can refer to the following steps.(1) In pairs. Choose the details from the journey that are most interesting. Think of what else you would like to know about the journey. Write these ideas down as questions.(2)Now choose two or three of the best questions for your letter. Each question should have another sentence explaining why you want to know this information.Put them in an order that makes sense.(3)Begin your letter as shown in the textbook and add your questions for Wang Wei.(4)Finish your letter as shown in the textbook.A sample writing:Hi, brave little Wei,How I worry about you and Wang Kun! Do you have a good time now? I hope so. What are you doing now? Are you still in Laos? Can you tell me som ething about people’s life there? When are you leaving for Cambodia? When you get there, tell me about the Buddhist temples there. Please send some photos with your next letter! Well, Have a good trip and don’t forget to write to me! Give my best wishes to Wang Kun. Good luck on your journey.Take care!Yours,Wang LinStep 6 Homework1.Finish writing the letter。
教案1：Unit 3 Travel journal（写作）
Writing----travelling experienceStep1: lead inT: In the unit we have talked about the travel journal of Wang Kun and Wang Mei. They cycled along the Mekong River. So can you tell me some information about their journey. How do they go there? What do they see, do and how did they feel when they were travelling?S1:S2:S3:T: OK, you can see that Wang Kun and Wang Mei’s dream has come ture. They have a wonderful travel. How about you travel? Today , you will have a chance to show your travel journal. Write one of your travelling experience. Before writing, I want to ask you: In order to write your traveling experience. what items do you think should be conclude in the writing.S1:S2:S3:T: Ok. It seems that you already have known something about how to write such a composition. Let’s see more tips together.Step 2: The construction of the compositionT: Generally speaking, the composition should contain three parts.1.An introduction :(it’s a truth universally acknowledged that….., the father you get in yourtrip, the further you get in your book/ nature is one thing that really must be experienced.)2.when ,(in the morning/ afternoon/evening, at midnight, at dusk, at dawnIt was spring/ summer/ autumn/winterIn July/ mayLast summer/winter vocationDuring the golden weekend……..who (friends/ family members/ classmates……..)where (The Yellow Crane, West Lake……….)how (I went to ……by bus/ train/plane/…….,we cycled along…./ my parent drove to…./)3.Main body:do, (stop to do…/had a rest/ ……, walking along…./took photos )see&smell (views/ culture activities/ goods/ food/ )hear, (quiet/ silent/ noisy/whispering/laughter/ singing/ whistling/ driping )feel and thought （cold/warm/hot,…kept me spellbound, sth hold me in their power, I was surprised by…….., it was great fun to…..,I can hardly/ can’t wait to …. , I can’t help doing….,I am lost in….., it felt like…./ I felt tried……/how beautiful it was/ w hat a beautiful…….. ）4.An conclusionBoarden my mind/ increase my knowledge/ enrich my life……….Step 3: the items of the compositionFor each item, give some useful sentencesStep4: the order of the compositiontimeplaceYou should not just set down a series of facts. Step5: notes1: what kind of composition it is? Narrative 2: what’s the tense past tense。
教学设计21：Unit 3 Travel journal
Unit 3Travel Journal一、教材分析：1. 教材所处的地位和作用：本案例是人教版《普通高中课程标准实验教科书·英语（必修）1》第三单元第一课时的Reading部分，中心话题是“Travel”涵盖了听、说、读、写几个部分。
根据新课程标倡导创导新的理念，本案例结合教材，将这一课时内容重新改编，，使之更加适合我校学生的实际情况。
教师在开课之前，借助图片、视频等材料帮助学生掌握了一些关于旅游方面的知识和单词，再通过学生对自己的旅行经历的描述，了解各地或各国的风土人情、风俗习惯。
作为教学导入，以此扩大学生的视野，获取更多知识，扩展词汇量；并通过课文内容学习和相关课堂交际活动，使学生掌握现在进行时表示将来的计划、安排的用法以及向别人告别与表达祝愿时的语句，为下一课时的学习做好铺垫。
根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：2. 教育教学目标：知识目标：掌握和运用一下的单词和句子New words：journal, fare, transportFunctional sentences：Have a good day / time ! Good luck! Enjoy yourself !Best wishes to you.（2）能力目标：通过设计的各种活动，学会用英语交流旅游计划，谈论旅游的行为规范、旅游工具、旅游必备品及相关旅游注意事项。
使学生从所提供的各种材料里获取信息，运用语言组织能力来表达自己的观点并正确使用现在进行时表示将来的用法。
（3）情感目标：了解旅游时的交通工具、旅游必备以及相关的旅游注意事项，激发学生对大自然的热爱和旅游的兴趣。
3. 教学重点、难点：本着课程标准，在吃透教材基础上，我确立了如下的教学重点、难点（1）重点：掌握现在进行时表示将来的用法以及一些表示祝愿的句型.学习一些功能句，应用于实际生活中。
（2）难点：进一步巩固现在进行时表示将来的用法，学习灵活运用表示祝愿的句型。
高中英语《Travel Journal》教学设计
高中英语《Travel Journal》教学设计一．教学内容本单元的中心话题是旅游（travel），通过旅游日记的方式描述旅游见闻。
本篇教学设计主要是针对warming up 和reading部分进行设计。
Warming up 部分让学生讨论乘公交车、乘火车、乘船和乘飞机四种不同的交通工具的优、缺点，并填入表格中。
然后让学生想象自己计划选一个地方去度假，并就度假事宜编一段对话。
由学生的讨论引出reading部分Journey Down the Mekong的第一部分The dream and the plan。
王坤用第一人称讲述了他和王薇梦想沿湄公河骑自行车旅行，并为之作准备。
本单元主要通过阅读培养学生的略懂、跳读、根据上下文猜测词义等阅读技巧，并使学生了解湄公河的地理风貌，丰富他们的地理知识以及使学生了解生态旅游的慨念和意义，树立为建立人和自然和谐发展的环境而努力的意识。
二．学情分析1.“旅游”可以说是一个世界性的时尚话题，随着经济发展，社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，被越来越多的人们所接受与喜欢。
学生大多喜欢旅游，但出去旅游的机会很少，本课的内容能引起学生的兴趣，激发学生的探究心理。
2.刚进入高中，大部分学生的英语语言表达能力较差，在本课的教学中提供了多种机会让学生用英语进行真实交际，以此增强学生的自信心，丰富学生的想象力，培养学生的逻辑思维能力。
三．教学目标Knowledge aims:1.Get the students to learn the useful new words and expressions in this passage.2.Get the students to learn about the usage of The Present Continuous Tense to express future actions.Ability aims:Develop the students’ reading ability and let them learn to sue somereading strategies such as skimming,scanning, and so on.Emotional aim:Stimulate the students’ love for nature by getting them to know a great river.四．教学重点Get the students to master different reading skills.五．教学难点Develop the students’reading ability, especially the ability of understanding implied meanings.六．教学方法Task-based teaching and learning; cooperative learning and discussion. 七．教学设备The multimedia and other normal teaching tools.八．教学过程Step 1. warming --up and lead-- inTeacher: Good morning, boys and girls. Summer vocation is coming, do you have any plans? (Students will have many plans and want to share with us. we will have a free talk.) Thanks for your sharing .I would like to talk about one of my holiday plans-- go traveling. (Then I will use the multimedia to show some pictures, which I took in different cities of China, such as Beijing, Shanghai, Hangzhou and so on. I think that they can stimulate students interests in traveling.) If you are given a chance to travel around the world, what kind of transportations will you use and why?向学生展示不同城市的美丽风景，引起学生对旅游的兴趣。
Traveljournal教案文章
Travel Journal教案文章一、课程概述本课程旨在通过编写旅行日记（Travel Journal）的方式，让学生记录和分享他们的旅行经历。
通过本课程的学习，学生将能够提高他们的写作技巧、扩展他们的词汇量，并培养他们的观察力和表达能力。
二、教学目标1. 学会使用恰当的词汇和句式来描述旅行经历。
2. 学会如何组织文章结构，使文章内容清晰、连贯。
3. 提高观察力和表达能力，能够准确地描绘旅行中的所见所闻。
4. 学会通过旅行日记来记录和分享自己的旅行经历。
三、教学内容1. 旅行日记的基本概念和作用。
2. 旅行日记的写作技巧和注意事项。
3. 旅行日记的常用词汇和表达方式。
4. 旅行日记的组织结构和写作步骤。
5. 旅行日记的修改和润色方法。
四、教学方法1. 讲授法：讲解旅行日记的基本概念、写作技巧和注意事项。
2. 示范法：教师展示优秀的旅行日记样本，进行分析和解说。
3. 练习法：学生进行旅行日记的写作练习，教师进行点评和指导。
4. 小组讨论法：学生分组讨论旅行日记的写作技巧和心得体会。
五、教学评估1. 课堂参与度：学生参与课堂讨论和练习的积极程度。
2. 旅行日记写作：学生完成的旅行日记质量，包括内容、结构、词汇和语法等方面。
3. 自我评估：学生对自己旅行日记的修改和润色过程进行自我评估。
4. 同伴评估：学生之间互相评估对方的旅行日记，给出建议和意见。
六、教学准备1. 教材：旅行日记范文、旅行相关词汇和表达方式的资料。
2. 工具：投影仪、白板、教学PPT。
3. 材料：学生的旅行照片、旅行经历相关的问题和讨论话题。
七、教学计划第1周：介绍旅行日记的基本概念和作用。
第2周：讲解旅行日记的写作技巧和注意事项。
第3周：学习旅行日记的常用词汇和表达方式。
第4周：练习旅行日记的组织结构和写作步骤。
第5周：修改和润色旅行日记。
第6周：分享旅行日记，进行评价和反馈。
八、教学活动1. 第1周：教师介绍旅行日记的基本概念和作用，引导学生认识到旅行日记的重要性。
Travel Journal教案
Travel Journal教案Traveljournal教案Unit3TraveljournalPartone:TeachingDesignPeriod1:AsamplelessonplanforreadingAimsTotalkabouttravelingToreadabouttravelingProceduresI.warmingup.warmingupbydiscussingGoodmorning,class.Doyouliketraveling?whydoyouliketr aveling?Andwhynot?wherehaveyoueverbeenbefore?Howdid yougetthere?Ifyouaregivenachancetotravelaroundthewo rld,whatkindoftransportationswillyouuseandwhy?Nowlo okatthefollowingpicturesanddiscussitinpairs.NameofthetransportationsmeansoftransportationReasonsbycarbybikebyplanebytrainbybusbyshipinahotballoonbymotorbikebyjeepbytruckinaplate2.warmingupbylookingandspeakingNowboysandgirls,whatdoyouneedtotakewithyouifyouarep reparingforabiketripalongthechangjiangRiver?Lookatt hepicturesandtellthewholeclasswhichobjectyouthinkis themostusefulandwhichoneistheleastuseful.Giveareaso nwhyyouthinkso.3.warmingupbyaskingandansweringNowsupposeyouliveinQinghai.youplantospendaholidaywi thafriendsomewhereinSoutheastAsia.youhavebeengivena chancetochoosethreeplacestovisit.Pleasefindouttheon e-wayfaretogettherefordifferentkindsoftransportation.Perhapsyoumaynotknowtheexactfare,butyoucanguessho wmuchthefareis.Pleasehaveashortdiscussionwithyourpa rtnersandthendecidewheretogo.ok,nowI’dlikeyoutoaskyourpartnerthefollowingquestions.II.Pre-reading.ImagingandsharingDoyouliketravelingalongariver,agreatriver?whatroledoesariverplayinpeople’slife?Inotherwords,howdopeoplewholivealongariveruse it?Thesuggestedanswers:Peoplecandrinkthewaterinariverorwashtheirclothes.Peoplecanswiminariverinsummer.Peoplecanusearivertoirrigatetheirfields.Peoplecanusearivertoproduceelectricity.Peoplecantravelalongariver.2.TalkingandsharingAsweallknow,therearealotofriversintheworldandalsoth erearemanygreatrivers.Nowlookatthechart.Intheleftcolumnarenamesofsomegreatrivers.Intherightcolumnarelo cationswheretheriverslie.Pleasematchthem.matchanswerNamesofRiverLocationNamesofRiverLocationmekongIndiamekongchina，SEAsiaRhineFranceRhineGermanyGangesRussiaGangesIndiaSeineEnglandFranceNile centralAfrica NileEgypt Thames Germany Thames England congoBrazilcongo centralAfrica Nigerchina,SEAsia Niger westAfrica VolgaUSVolgaRussiaEgyptDanubecentralEuropeAmazonwestAfricaAmazonBrazilmississippicentralEuropemississippiUSIII.Reading.ReadingaloudtotherecordingDoyouknowwhatcountriesthemekongRiverflowsthrough?No wlookatthemapofthemekongRiverandpointoutthecountrie sitflowsthrough.ok,todaywe’regoingtoreadapassageaboutjoURNEyDowNTHEmEkoNG.Plea selistenandreadaloudabouttherecordingofthetextjoURN EyDowNTHEmEkoNG.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetap etwiceandyoushallreadaloudtwice,too.2.ReadingandunderliningNowpleasereadandunderlinealltheusefulexpressionsorc ollocationsinthepassage.copythemtoyournotebookafter classashomework.collocationsfromjoURNEyDowNTHEmEkoNGdreamabout,takeagreatbiketrip,graduatefrom,gotthech ancetodosth.,cyclealongtheriver,goforlongbikerides, mountainbike,persuadesb.todosth.,growup,getsb.inter estedinsth.,bestubborn,knowthebestwayofgettingtopla ces,thesourceoftheriver,careabout,givesb.adetermine dlook,changeone’smind,atanaltitudeof,seemtodo,theairbehardtobreathe ,aninterestingexperience,makeuponesmind,givein,alar geatlaswithgoodmaps,keepdoingsth.,atfirst,passthrou gh,besurprisedtodosth.,halfof,atlast,theSouthchinaS ea3.ReadingaloudandunderstandingNextwearegoingtoreadaloudthetextandthenanswersomequ estions.)whoarewangkunandwangwei?2)whatwastheirdream?3)whoareDaoweiandyuHang?4)whereisthesourceofthemekongRiverandwhichseadoesiten ter?5)whatcanyouseewhenyoutravelalongthemekong?6)Isitadifficultjourneytocyclealongthemekong?why?4.Discussingwehavegotthegeneralmeaningofthepassage,andweknowwan gweiandwangkunhavesomesimilaranddifferentattitudesa boutthetrip.youmayhaveashortdiscussionwithyourpartn ersandthenfillinthechart.SimilarattitudesaboutthetripDifferentattitudesaboutthetripBothwangweiandwangkunthinks:).takingthistripisadreamthatcomestrue.2).thattheywillenjoythistripalot.3).theyshouldseealotofthemekong.4).thatmostofthemekongwillbefoundinSoutheastAsia.wangweibelieves:).theymuststartinQinghaiwheretheriverbegins/see allofthemekong.2).thattheydon’tneedtopreparemuch.wangkunbelieves:).itistoocoldandhightostartinQinghai.2).thatusinganatlasisveryimportant.IV.closingdownclosingdownbyansweringquestionswhatshouldyoudobeforetraveling?whatwillyourfamilyandyourfiendssaywhenyouleavehomet otravel?closingdownbytranslatingInthelastfewminutesyouareaskedtotranslatesomediffic ultysentencesinthepassage.AssignmentRevisethecontentsofthepassagecompletethepassageonPage56inworkbookDoexercise2onpage57inyouexercisebooks.Period2:AsamplelessonplanforLearningaboutLanguage AimsTolearnaboutthePresentcontinuousTenseTodiscoverandusesomeusefulwordsandexpressionsProceduresI.warmingupwarmingupbydiscoveringusefulwordsandexpressionsHelloeveryone.Afterreadingthepassage,wehavegottokno wtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage20tofindthecorrectwordsandexp ressionsfromthepassagetofinishthesentences.youaregi ventwominutestofinishthemanddiscusswithyourpartners .Twominuteslater,checkinpairsandthencheckwiththewho leclass.II.Learningaboutlanguage.ReadingandfindingGood,youhavemasteredthesewordsandexpressions.Let’sturntopage17andlookatthequestionsinwarmingup4.Unde rlinetheverbsinthequestions,andpayattentiontothever bformsanddosomeexplanationsbyyourselves.2.LearningGrammarwecanseethattheverbsareallusedinthe“-ing”form.Theyare“thepresentcontinuoustense”,buttheyexpressfuturea ctionsorplans.ThePresentcontinuousTensemaybeusedtod enoteanactionthatcanbepre-plannedorprearrangedinste adofthefutureindefiniteincolloquialEnglish.Butpleas enotethat,notallverbscanbeusedinthe“-ing”formtoexpressfutureactions.Suchverbsascome,go,leave ,fly,walk,ride,drive,stay,meet,die,see,have,arriveetc.aremainlyusedinthe“-ing”formtoexpressfutureactions.3.DoingexercisesNo.2and3onpage21Nowturntopage21anddoexercise2.Inthedialogueanewspap erreporterisinterviewingwangweiaboutherplansforthet ripalongthemekongRiver.However,theyarenotsureabouts omeoftheverbtenses.canyouhelpthemcompletetheirconve rsation?Let’scontinuetodoexercise3.Doyouhaveanyplansforthefutur eyourselves?Ifyouhaveany,pleaseusethePresentcontinu ousTensetoexpressyourfutureactions.Giveasmuchinform ationasyoucan.III.Readyusedmaterialsforthepresentcontinuoustensef orfutureactionsorplansbe+v.-ing与表示将来的时间连用，表示不久的将来，含义是“预定要做”。
人教版高中英语Unit 3 Travel Journal教案教学设计
人教版高中英语Unit 3 Travel Journal优秀教案教学设计人教版高中英语Unit 3 Travel Journal优秀教案教学设计教学内容：人教2022版一般高中课程标准实验教科书第—册第三单元教学目标：1.学生能说出世界上主要河流的名称及其发源地和入海口(如：Changjiang River,Huanghe,Nile,Amazon,Mississippi,Thames；Mekong)2. 学生学到一些有关地理的单词和短语(journey down ; cycle along; from where it begins to where it ends;bike rides; river;valley; camp; altitude; waterfall; travel across;pass through ; plain; enter)3. 学生通过阅读训练，提高对文章信息的理解能力；4. 学生懂得如何做好旅游前的打算工作并能够把自己旅游中的见闻介绍给大家。
教学重点 1. 谈论世界大河，学会有关地理的单词和短语journey down ; cycle along; from where it begins to where it ends;bike rides; river;valley; camp; altitude; waterfall; travel across;pass through ; plain; enter2. 通过阅读课文，学会运用推理，迁移等能力完成对课文的理解。
教学难点：谈论旅游前的打算工作及教学方法：通过合作、探究、互动、商量等教学方法，培养学生自主学习的能力，与人合作、沟通的能力及获得和处理信息的能力教学过程：一、创设情境二、1找到自己手中的世界地图说出世界上比拟有名的河流〔Changjiang River,Huanghe,Nile,Amazon,Mississippi,Thames；Mekong〕，设置问题，引发学生想象并谈论。
教案2：Unit 3 Travel journal（写作）
Today, my topic is “Journey down the Mekong——Part 2 A night in the mountains”. This lesson will be divided into five parts: Analyzing of materials, analyzing of teaching methods, analyzing of learning methods, and an overview of teaching process as well as writing design on the blackboard.First, analyzing of materialsin this section I will analyze my lesson from teaching content, teaching aims, important and difficult pointTeaching contentthe central topic of this unit is traveling with friends on bike. The content reflects Wang Wei and Wang Kun’s joy for their trip and reflects the importance and value of the determination. Reading the article can lead students to get the resonance of traveling dream, and to stimulate their interest in learning. So this chapter is the highlights.Teaching aims1, the knowledge and skills aims: to develop students' reading skills, learn to appreciate literature, to help students master the article.2, process and method aims: to enable students to learn through analyzing the topic sentence of each paragraph, then grasp the entire article meaning.3, attitudes and values aims: to enable students to experience the beauty of nature and to help students develop interest in reading and experience the scenery which they have seen in the mountains.Important points: Student's reading skills, mastering the articleDifficult points: to understand the text, summarizing topic sentencein this lesson, I will let the students approach the focus of this article by asking questions and using multi-media. I will help them get over the difficult points by group discussion and the writing on the blackboardSecond Analyzing of teaching methodsNew curriculum requires students being the subject of learning, teachers should be fully stimulate students to learn and to develop students' potential and creativity.In this lesson, I will use the heuristic teaching, task teaching, group discussion and questioning methods to enhance students' interest in learning. Intuitive knowledge of the using of multimedia will be presented to the students. The use of writing on the blackboard is to compensate for the shortcomings of multimedia.Third Analyzing of the learning methods1, task learning:2, cooperative learning: helping students to build self-confidence, stimulate curiosity and desire for learningFourth,an overview of the teaching processMy teaching program will be divided into eight partsStep1 leadingShow some pictures of snow mountains, Ask some students to introduce the scenery of that place. Enable students to understand the content of the article by understanding the background,Step2 DiscussionAsk students to form discussion groups, train students in language skills.The question is: how does Wang Kun feel about the trip now? What do you think changed hismind?Step3 speed readingTeachers show the questions associated with the article in the multimedia, ask students to read the text quickly with the questions and find the answersStep4 new words and phrasesStep5 second speed readingto summarize each paragraph and identify topic sentences by group discussion.Step6 carefully readingTeacher ask some questions and let students find out the correct answers .To help students get a better understanding of this central idea.Step7 conclusionTeachers ask students to summarize the article with questions, help students to exercise the ability to summarize the knowledge and the ability to express their opinion.Step8 Homework1, ask the students to repeat the text in their own words, and write it down.2, ask the students to identify new words and phrases in the text, and be ready for the next lesson. Fifth, writing design on the blackboardwool, reliable, view, as usual, pillow, midnight, flames.the above is my Lesson of this content, thank you.。
Tracel journal高中英语教案
Travel Journal 高中英语教案一、教学目标：1. 让学生通过编写旅行日记，提高他们的写作能力，激发他们对旅行的兴趣。
2. 帮助学生在写作过程中运用所学的英语语法和词汇。
3. 提高学生通过旅行来拓宽视野，增长见识。
二、教学内容：1. 旅行日记的格式和要素。
2. 旅行相关的词汇和短语。
3. 一般过去时的运用。
三、教学方法：1. 任务驱动法：通过布置写作任务，引导学生主动学习和思考。
2. 情境教学法：创设旅行情境，激发学生的学习兴趣。
3. 小组合作学习：鼓励学生互相交流和分享，提高他们的口语表达能力。
四、教学步骤：1. 导入：教师展示自己的旅行照片，分享旅行经历，激发学生的兴趣。
2. 讲解：教师讲解旅行日记的格式和要素，以及旅行相关的词汇和短语。
3. 示范：教师以自己的旅行经历为例，编写一篇旅行日记，展示给学生。
4. 练习：学生根据教师提供的旅行场景，编写自己的旅行日记。
5. 反馈：教师对学生写的旅行日记进行评价，提供修改意见。
五、作业布置：1. 学生根据自己或他人的旅行经历，编写一篇旅行日记。
2. 收集旅行相关的词汇和短语，进行归类整理。
3. 预习下一节课的内容。
六、教学评价：1. 通过学生的旅行日记，评估他们的写作能力和对旅行主题的理解。
2. 通过课堂讨论和提问，评估学生对旅行相关词汇和短语的掌握。
3. 通过学生的作业完成情况，评估他们的学习态度和自主学习能力。
七、教学拓展：1. 组织一次班级旅行活动，让学生亲身体验，为写作提供素材。
2. 邀请旅行作家或摄影师来校讲座，分享旅行经历和摄影技巧。
3. 组织学生参加旅行写作比赛，提高他们的写作积极性。
八、教学资源：1. 旅行相关的图片、视频和书籍资料。
2. 旅行日记的范文和评价标准。
3. 旅行相关的词汇和短语列表。
九、教学注意事项：1. 关注学生的个体差异，因材施教，提供不同难度的写作任务。
2. 鼓励学生多参与课堂讨论，提高他们的口语表达能力。
高中英语 Unit3 Travel Journal教案 新人教版必修1 教案
某某德宏州芒市第一中学高中英语 Unit3 Travel Journal教案新人教版必修1A. Teaching objectives and analysisLanguage objective:1. Knowledge objectives(1)Get the students to learn some useful new words and expressions in this passage.(2)Get the students to learn about the usage of the present continuous tense to express future actions.(3)Get the students to grasp some reading skills like skimming, scanning and careful reading.2.Ability objective:Develop the students’ reading ability and let them learn to use some reading str ategies such as skimming, scanning and so on.3. Emotion objective:Stimulate the students’ love for nature by getting them to know a great river.A nalysis：Skimming: the first question requires students to look through the text as soon as possible and catch the topic sentence of each paragraph at the same time.Scanning & detail reading: further reading can improve students’ ability of catching important information, enlarging vocabulary and enriching their knowledge.B. Teaching key points and difficult pointsKey points:How to get the students to learn to use different reading skills.Difficult points:How to develop the students’ reading ability, especially the ability of understandingimplied meanings.C. Predicting problems and analysis1. The teacher should make a good preparation for the pre-class to help the students understandthe text better. Because of their poor basis, they may not be familiar with some words, phrases, sentences.2. The teacher should introduce some reading skills properly so that it enables students to workout many questions of this passage correctly.3. The teacher must pay more attention to students’ feedback in the class and timely adjust.D. Teaching MethodsTask-Based Teaching Method, Group CooperationE. Teaching Aidsmultimedia, blackboard and question sheetF. Teaching proceduresWarming up -----Pre-reading(the first two have been done in the first period ) -----Reading -----post-reading -----Summary -----HomeworkG. Teaching ProceduresStep 1 Pre-reading1.Get the students first to look at some beautiful pictures of some places.After seeing those beautiful pictures; ask students “Do you want to travel?”As we all know that the National Day is ing, we will have a seven-day holiday. Where do you want to go on your holiday? And how are you going to get there?2.Review the means of transportationEg. bike\bus\taxi\subway\ship\airplane3.Give students four questions to make a dialogue：These four questions: (1) where are you going to visit?(2) When are you leaving?(3) How are you going to…?(4) Why do you want to go there by…?4.Pair workGive students two minutes to make their own dialogues by following thegiven example, and then check their work.Choose a student to make a new dialogue with teacher, the student ask questions,and the teacher answer the questions.5.Ask students “Do you know the LancangRiver?”6.Introduce something about the MekongRiver and look at the map, then list the countries thatthe MekongRiver flows through.These countries are: China\Laos\Myanmar\Thailand\Cambodia\VietnamDesigning purpose：Discussion enable students bee more activeStep 2 ReadingTask 1 Skimming: Read the whole passage and match each paragraph with the main idea.Para1 A.Different attitudes between themPara2 B. Take a great bike trip along the MekongRiver.Para3 C. The preparation before the trip & details about MekongRiver.Answer：1-B 2-A 3-CDesigning purpose：It helps studentscatch the main idea.Task 2 Scanning:Ask the students to read the passage carefully and decide whether the statements are trueor false and explain why.Finish the part in small groups and answer the questions in chorus.1)Dao Wei and Yu Hang belong to the Han nationality.2) Some of the Dai live in Western Yunnan.3)The MekongRiver is in China and it includes the LancangRiver.4)Although it is not easy to travel along the MekongRiver, Wang Wei insisted on doing so.5)The TibetanMountain where the MekongRiver begins is 5,000 meters high.6)The MekongRiver enters the North China Sea.Answer：F;T;F;T;F;FDesigning purpose：Seize the main information in a few minutes.Task 3 Detail reading：Read the passage and fill in the blanks. The exercise would be distributedto three groups and the students finish it in big groups.Answer：dream;Wang Wei and Wang Kun; cycle; properly;care about; on;valley; bends; meanders Designing purpose：Train students to be the best in searching for details.Step 3 Test for goalRead the passage again and do the multiple choices.(1) Which sentence is not true according to the text?A. Wang Wei advised Wang Kun to buy a mountain bike and he agreed.B. Wang Wei seldom listened to others.C. Before their trip they went to the library.D. Wang Wei knew the best way of getting to places.(2) From the text, we can infer that:A. Their trip will be difficult.B. Their trip will be very easy because they prepared a lot.C. They must successful after enough preparations.D. They know very well about the MekongRiver before.(3) The text tells us about:A. the author and her sister’s plan about their holidayB. anecdotes (轶事) that happened to their trip.C. the experiences during the author and his sister’s trip in Qinghai.D. the plan and the preparations for their tripAnswer：D A DDesigning purpose：It is used to evaluate students understanding of the whole text.Step 4 SummaryRetell the story by filling the blanks.(The teacher divide the class into two parts. The boys and the girls. They are supposed to do the summary in group discussion. The boys would be responsible for the first part while the girls the other. I’d like to invite a boy to read the paragraph and the rest give the answer. It is the same with the girls.)I am Wang Kun.Wang Wei is my sister.She is 1 ,but I am fond of her. 2 middle school,we have dreamed of taking a great bike trip.After 3 from college,we made our dream e true 4 .It was Wang Wei who 5 to cycle along the entire Mekong River from where it begins to where it ends and planned the 6 .Because she doesn’t 7 details,I told her something about the Mekong River and then we went to the library.The source of the Mekong River is at a(n) 8 of more than 5,000 metres in Qinghai Province.It passes through deep 9 ,travelling across western Yunnan Province.And when it enters Southeast Asia,its pace slows.It makes wide bends or meanders through low valleys to the plains.At last it 10 the South China Sea.AnswerDesigning purpose：Train the students’ summarizing ability.Step 5 HomeworkPlease read this passage loudly again and recite the key phrases and sentences during our class. Designing purpose：Let students have a good mand of understanding this text and try to remember some key words, expressions and sentence structure.Group A: Elementary exercises1.Read the passage again;2.Finish the exercises(which are on page 59 in Gaozhong Tongbu Ceshi Quanyou Sheji).Ⅰ.根据括号内汉语或首字母提示,用合适的单词填空1.We all decided to (组织)a concert for New Year.2.Jack (毕业) in physics from Stanford University last week.3.They went on a long train (旅行)across India.4.One major(不便之处)of the area is the lack of public transport.5.Although I admit he has many (缺点),I like him very much.答案:organize；graduated；journey；disadvantage；shortingsⅡ.请用下面方框中所给短语的正确形式填空1.Karen couldn’t whether to leave him or not.2.I have known him he was a child.3.My flight land at New York airport at 5 o’clock this afternoon.4.He nothing but money,not even his parents and friends.5.It is always the husband who first when a quarrel breaks out between the young couple.答案:make up her mind；ever since；is scheduled to；cares about；gives inGroupB: Consolidation exercises1.Read the passage again;2.Try to remember the key phrases and sentences;3.Finish the exercises(plus the exercises in group A)(which are on page 59-60 in Gaozhong Tongbu Ceshi Quanyou Sheji);Ⅲ.完成句子1.He is a strong-minded person,he never (向……低头) any difficulty.2.Owing to the recent bad weather,the project is several weeks (比预定时间晚).3.The old man insisted that I (take) his wallet and that I (go) to the police station with him.4.—I’m afraid that she won’t e to help me as she promised.—Don’t worry.Nothing will (改变主意) if she has(下定决心).5.—Is your father still smoking?—No.He (说服) to give up smoking one year ago.6.The programme (help) a number of poor students ever since it was founded.7.Elizabeth is only 1.52 metres tall,which will be very much (对她不利) if she wants to be a dancer.答案:gives in to; behind schedule; had take;go; change her mind;made up her mind;was persuaded; has helped; to her disadvantageGroup C:Enhancement exercise1.Read the passage again;2.Try to recite the key words and sentences;3.Finish the exercises(plus the exercises in group A&groupB)(which are on page 59-61 in Gaozhong Tongbu Ceshi Quanyou Sheji);4.Try to retell the story with your own words.阅读理解Whether you’re headed to another country for business or pleasure,it is likely that you nee d to keep in touch with your family or business partners in the United States.But if you plan to do that using your cellphone,you could have an unwele surprise—U.S.cellphones don’t work abroad.U.S.panies use different forms of technology,not like most of the international munity,including Europe.However,there is an easy,cost-effective solution to staying in touch while you’re travelling.You can rent a phone that is guaranteed to work in the countries you’re visiting.Roadpost offers a 30-day cellphone rental plan that includes free ining calls,free voicemail and call waiting services.The service is convenient and simple.You can place your order online and your phone will be shipped to arrive on the date you want.If an unexpected business trip es up,Roadpost can provide next-day delivery for most cities.In addition to the phone,Roadpost provides a spare battery,travel charger and a leather carrying case.When your phone is shipped from Roadpost,you receive an confirmation that contains yourinternational cellphone number so you can leave it with family members and business partners; Roadpost even provides business cards preprinted with your international phone number.Those who don’t want to be without while travelling can rent an international BlackBerry.It can be hard to stay in touch by when travelling.With an international BlackBerry,you can email as much as you like,without worrying about an expensive bill.If you’re travelling to very remote areas,you may want to consider renting a satellite phone:Because they receive their signals from satellites,these phones work anywhere on the planet,including oceans and mountains.When you return,simply ship the phone or BlackBerry back to Roadpost using the return kit the pany provides.1.According to the text,Roadpost probably is.A.an organization that offers some free servicesB.a person who offers some advice to foreign touristsC.a pany that rents cellphones to Americans going abroadD.a person who makes travel plans for Americans2.The first paragraph mainly tells us that .A.Americans need to change their cellphonesB.European form of technology is different from America’sC.U.S.cellphones don’t work abroadD.Americans who go abroad will meet an unwele surprise3.According to the text,it can be inferred that .A.an international BlackBerry is mainly used to sendB.Roadpost can offer cellphones using in different areasC.you should select a bag used to send your cellphoneD.Roadpost’s service is convenient and simple4.Which of the free services can you get from Roadpost?A.Voicemail.B.Sending .C.Shipping the phone back.D.Call waiting services.答案:CCBATeaching reflection:____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________。
人教版高中英语Unit 3 Travel journal教案2023
人教版高中英语Unit 3 Travel journal教案2023人教版高中英语Unit 3 Travel journal教案Ⅰ. 教学目标1. 让学生了解旅行日记的写作特点并学会撰写旅行日记。
2. 培养学生独立思考和表达能力。
3. 提高学生对英语听、说、读、写能力的综合运用。
Ⅱ. 教学重点1. 学习旅行日记的写作技巧和格式。
2. 掌握描述旅行经历的词汇和句型。
Ⅲ. 教学难点1. 运用英语描述旅行中的景点和人物。
2. 根据提供的素材写出完整的旅行日记。
Ⅳ. 教学准备1. 多媒体设备2. 学生练习册3. 板书Ⅴ. 教学过程Step 1. 导入新课1. 向学生介绍旅行日记的概念和重要性。
提问：你们曾经写过旅行日记吗？为什么要写旅行日记？2. 呈现一份标准的旅行日记，并让学生观察其中的格式和写作技巧。
Step 2. 学习旅行日记的格式和写作技巧1. 提示学生观察旅行日记的格式，包括日期、地点、时间、内容等。
2. 引导学生观察旅行日记的语言风格，如使用第一人称、过去时态等。
3. 教授一些描述旅行经历的词汇和句型，如visit, explore, enjoy, beautiful scenery等。
Step 3. 练习写作1. 分发学生练习册，并让学生完成练习册上的相关写作练习。
2. 引导学生分享自己的旅行经历并写成日记。
学生可以根据提供的素材写，也可以自由发挥。
3. 让学生交换日记，互相阅读并提供建议和修改意见。
Step 4. 总结和拓展1. 让学生总结本节课学到的旅行日记的写作技巧和格式。
2. 提供更多的写作素材和练习，让学生进一步拓展写作能力。
Ⅵ. 作业布置1. 练习册上的写作练习。
2. 要求学生继续写作旅行日记，并根据教师的要求反馈修改。
3. 准备下节课的教材和学习资料。
以上就是针对人教版高中英语Unit 3 Travel journal教案的教学内容和流程安排。
希望学生们通过本节课的学习能够熟悉旅行日记的写作特点，掌握相关的词汇和句型，并能够在实际写作中灵活运用。
高中英语《Travel journal》优质课教案、教学设计
高一英语必修一Unit3 Travel Journal Reading 教学设计教学目标一、情感态度与价值观1.树立学生小组合作意识。
2.使学生明白环境保护的重要性。
二、过程与方法通过查阅、收集资料及小组讨论的学习活动，体验合作学习的过程和方法；理解文章内容并掌握旅游中的注意事项。
三、知识与技能1.知道王昆和王薇在游览湄公河流域方面存在的异同观点。
2.理解第二部分内容即“沿湄公河而下”。
3.学会如何组织一次旅游活动。
教学重点、难点1.如何阅读旅游类文章及组织旅游活动。
2.知道在旅游活动怎样做准备。
学情分析高一年级的学生已经具备一定的英语自主学习基础，并且其对于诸如旅游之类的日常生活需求也有自己的个人观点。
同时，由于刚刚升入高中，其对该阶段的学习生活处于摸索阶段，有着强烈的好奇心和求知欲。
此外，已能够很好的使用网络资源进行学习。
课时安排1 课时（45 分钟）授课方法讲授法、小组讨论与展示教学资源 多媒体课件 教学过程Step 1 Greeting Step 2 RevisionT ：First ，I’ll ask some of you to give the answers to the exercises in Part 1 on Page 57.Suggested answers ： are going/will go/am going to stay/will stay/am staying is going to fly/will fly/is f lyingis going to take/will take/is taking ；leaves is giving ；is saying am comingare ；going ；are ；getting bought ；will buy/are going to buy ；met ；will meet/are meeting/are going to meetStep 3 Lead inT ： Here is good news.Your favorite singer Jay will give performances in Wuxi Stadium.But tomorrow you will take an English exam.What will you do ？ S 1：Forget the exam and enjoy the concert first.S 2 ： Forget the concert.Get well prepared for the exam.I can enjoy another concert of his some day.S 3：... S 4：...T ： So we can see different students have different ideas ， or different students hold different attitudes. （ Write “hold a...attitude” on the blackboard ）.Do you know what an attitude is ？S ：An attitude is what a person thinks about something.T ：Yes ，usually different people hold different attitudes.Let’s turn back to Part One of this unit and make a comparison between Wang Kung’s and Wang Wei’s attitudes toward the trip along the Mekong.Present the chart on the screen ；then give Ss a few minutes to discuss.difference设计意图：以练习的形式通过复习上节课内容，加深学生对重点句型的理解和应用。
Traveljournal教案文章
Travel Journal教案文章一、教学目标：1. 让学生了解并掌握旅行日记的基本结构和写作技巧。
2. 培养学生热爱生活、善于观察和思考的习惯。
3. 提高学生运用英语表达自己的观点和情感的能力。
二、教学内容：1. 旅行日记的基本结构：开头、、结尾。
2. 旅行日记的写作技巧：描述景点、记录感受、运用修辞手法。
三、教学重点与难点：1. 教学重点：旅行日记的基本结构和写作技巧。
2. 教学难点：如何运用英语准确地表达自己的观点和情感。
四、教学方法：1. 任务型教学法：通过完成旅行日记的写作任务，培养学生运用英语的能力。
2. 交际型教学法：通过小组讨论、分享，激发学生的学习兴趣和积极性。
五、教学准备：1. 教师准备相关旅行景点的图片、视频等素材。
2. 学生准备笔记本、笔等写作工具。
一、开场导入（5分钟）1. 教师展示旅行照片或视频，引导学生谈论旅行中的趣事。
2. 学生分享自己的旅行经历，激发对旅行日记的兴趣。
二、讲解旅行日记的基本结构（10分钟）1. 开头：引入主题，简要介绍旅行目的地。
2. 详细描述景点、活动、感受等。
三、讲解旅行日记的写作技巧（10分钟）1. 描述景点：运用形象生动的语言，描绘景物特点。
2. 记录感受：真实地记录旅行中的喜怒哀乐。
3. 运用修辞手法：如比喻、拟人等，增强文章表现力。
四、小组讨论（15分钟）1. 学生分组，讨论旅行日记的写作技巧。
2. 每组选取一个景点，练习运用所学技巧进行描述。
五、课堂练习（15分钟）1. 学生根据所学内容，编写一篇旅行日记。
2. 教师巡回指导，解答学生疑问。
六、分享与评价（10分钟）1. 学生互相分享旅行日记，交流写作心得。
2. 教师对学生的作品进行点评，给予鼓励和建议。
七、课后作业（课后自主完成）1. 修改和完善旅行日记，准备参加下一节课的展示。
2. 收集更多关于旅行的话题，为后续写作做好准备。
八、教学反思（教师课后完成）2. 针对学生的掌握情况，调整后续教学内容和方法。
人教版高中英语必修1《Unit3Traveljournal》教案
人教版高中英语必修1《Unit3Traveljournal》教案人教版高中英语必修1《Unit 3 Travel journal》教案【一】教学准备教学目标1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点教学重点：利用阅读技巧，获取文章大意及细节教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品教学过程I、Warming Up:1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?2. The world has many great rivers. Have you been to these rivers?设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。
列举世界上著名的河流图片，让学生来欣赏认识美好的河流。
能有效地调动学生的学习积极性。
河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-readingHave you been to the Mekong River? What countries does the Mekong River flow through?设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading1. SkimmingSkim the passage and find the main idea for each paragraph Para 1: DreamPara 2: A stubborn sisterPara 3: Preparation设计意图：略读：学生快速浏览课文，寻找相关信息并搭配段落大意。
Tracel journal高中英语教案
Travel Journal 高中英语教案一、教学目标1. 让学生通过编写旅行日志，提高英语写作能力。
2. 培养学生运用英语描述旅行经历、表达感受和观点的能力。
3. 增强学生的跨文化交际意识，提高与人分享旅行见闻的积极性。
二、教学内容1. 旅行日志的格式与要素。
2. 旅行经历的描述与表达。
3. 旅行感悟的分享与交流。
三、教学方法1. 任务驱动法：通过设定旅行日志的写作任务，引导学生积极参与。
2. 交际法：鼓励学生运用英语进行旅行经历的描述与分享。
3. 小组合作学习法：学生分组合作，互相评改、交流旅行日志。
四、教学步骤1. 引入：教师展示自己的旅行日志，激发学生的兴趣。
2. 讲解：介绍旅行日志的格式与要素，如日期、地点、人物、经历、感悟等。
3. 示范：教师示范编写一篇旅行日志，讲解写作技巧。
4. 练习：学生分组进行旅行日志的编写，可以选择自己真实的旅行经历。
5. 展示与评价：学生分组展示旅行日志，互相评价，教师给予点评和指导。
五、作业布置1. 完成一篇旅行日志，要求包括日期、地点、人物、经历、感悟等要素。
2. 收集同学间的旅行日志，进行互相评改，提出改进意见。
3. 准备下一节课的分享，选定一个旅行目的地，查阅相关资料，制作PPT。
六、教学目标1. 扩展学生的词汇量和句型结构，以便更准确地表达旅行经历。
2. 培养学生运用过去时态描述旅行中的事件。
3. 提高学生的批判性思维能力，学会从不同角度评价旅行日志。
七、教学内容1. 旅行日志中常用的词汇和表达。
2. 过去时态在旅行日志中的应用。
3. 批判性思维的培养与运用。
八、教学方法1. 情景教学法：通过设定旅行场景，让学生实践运用过去时态描述旅行经历。
2. 讨论法：引导学生就旅行日志的内容和形式进行小组讨论，提出改进意见。
3. 反馈法：教师针对学生的旅行日志提供具体、细致的反馈，帮助学生提高。
九、教学步骤1. 复习：回顾上一节课的旅行日志编写内容，引导学生关注过去时态的使用。
人教版高中高一上册英语《Unit 3 Travel journal》教案
人教版高中高一上册英语《Unit 3 Travel journal》教案一、教学目标1.掌握重点词汇和短语，如destination, culture, historical site, local cuisine, traveler, itinerary等。
2.能够正确理解并运用课文中鲜明的主题，并能够通过口语和写作表达自己的观点。
3.了解一些国家的文化和历史，并通过总结旅游经验和意见，最终能够就出游的目的地和旅游方式进行讨论。
二、教学重点1.掌握目的地选择与旅游路线规划的关键词汇和短语。
2.阅读文本的能力，理解并分析其中的观点和主题。
3.掌握旅游相关的口语表达。
三、教学难点1.教授学生如何就目的地和旅游方式进行讨论并提出有建设性的意见。
2.通过英语听力以及其他资源，向学生展示不同国家和地区的文化和历史。
四、教学方法1.通过小组讨论展开学生的自我表达能力。
2.通过与学生互动，引导他们养成批判和理性的思维习惯。
3.联合多种资源，包括音频、视频等手段，让学生更加深入地了解就目的地和旅游方式进行讨论的相关话题。
五、教学过程1. 目的地选择和旅游方式探究让学生组成小组，为一次旅行选择目的地并提出旅游方式的想法。
鼓励学生使用他们在本单元之前所学的词汇表达出自己的意见。
组长可以对学生提出的想法进行总结，并以此贡献组内的思路。
2. 阅读理解学生可以阅读并分享他们的旅游日记。
这个过程中，教师可以向学生介绍一些世界知名旅游景点，例如埃菲尔铁塔和各种宫殿等。
3. 呈现文化和历史老师可以使用音频、视频等资源，从文化和历史的角度向学生展示不同国家和地区的传统和历史文化。
这个过程可以由教师策划，或者是让学生自己从互联网中寻找其他资源。
4. 小组讨论教师或课堂中的学生可以提出一些讨论题目，让学生在小组内进行讨论并总结共识。
例如:•许多人喜欢去旅游目的地，仅仅是为了照相留念。
对于这种做法，你有什么看法？•众所周知，旅行有许多好处。
高中英语新人教版精品教案《travel journal》
高中英语教育设计——SEFC BOOK1 Unit 3 Trave ourna案例一、教学设计思路从总体上来说，本设计基于建构主义原理，采用任务型教学的方法，坚持以学生为主体的课堂教学模式，旨在使学生在教师少量的引导和组织下通过完成一系列相关的课堂活动，在引入出行方式的根底上，进一步组织学生制定本地的出行方案，其中穿插进行情感教育，使他们更加热爱自己的家乡。
具体地说，本课时的教学大体上分为三个步骤：导入、组织讨论、完成任务。
二前期分析1.学情分析：刚入高中不久的学生对英语学习热情高涨，而且当地刚刚举办的文化节，学生亲身参与其中，所以学生对于介绍抚州旅游的兴趣浓厚。
这两点是此堂课的根底。
由学生身边的交通方式入手再到出行方案所需的买票订酒店等情景的过渡，由浅入深符合学生认知规律。
但是学生对于这些情景运用表达的不熟悉，因此需要提供有用的语言表达，帮助学生熟悉此类场景的英语表达方式。
2.教材分析：此课为人教版高中英语必修一第三单元的第一课。
此单元讲述了王薇和王昆的湄公河之行，是以旅游为主题的单元。
该课作为热身活动的第一课，应该从学生身边开始，调动学生学习该单元的热情。
因此，本课从学生熟悉的交通方式入手，分析其优缺点，然后再引入需要考虑出行方式的出行方案。
从学生身边熟悉的抚州旅游节节出发，激发学生探索抚州的景点的热情并表达自己，学会用英语表达出行方案如订酒店买票等。
3.教学媒体：多媒体，粉笔和黑板4.教学策略：任我型教学法三．教学目标及重难点1教学目标知识目标：1 了解各种出行方式的优缺点2.了解出行方案的组成局部3.了解抚州的景点及特色能力目标：1 培养学生口头表达能力——用英语表演出行方案会出现的各种情景如买票订酒店2.培养学生书面写作能力——完成给外国友人的回信，详述出行的方式，路线，时间，景点及活动等3.练习运用现在进行时表将来的语法情感目标：1 激发学生对于抚州秀丽景色的热爱2通过联系现实生活，培养学生对英语学习的热情2教学重难点教学重点 1 让学生了解出行方式及其优缺点2.使学生了解出行方案的组成局部并运用英语表达出相对应的情景如买票等教学难点 1通过头脑风暴形式共同探寻出出行方案的要素。
高三英语写作课Traveljournal教学案例（精选5篇）
高三英语写作课Traveljournal教学案例（精选5篇）第一篇：高三英语写作课Travel journal教学案例高三英语写作课Travel journal教学案例一、教学内容以人民教育出版社教材中“Travel journal”话题为背景，根据写作要求提示，组织材料写一篇自己亲身游记。
二、教学目标1、写作技能目标：在学习“Travel journal”之后，掌握用英文写游记体裁文章的基本技能。
2、学习策略目标：（1）指导学生学会欣赏游记，并能模仿写出自己的旅游经历与体会。
（2）培养学生选择使用工具书的技能，促进写作水平的提高。
3、情感目标：提高学生的业余生活质量，欣赏美丽河山，热爱和保护自然，同时加强情感交流。
三、教学重点与难点1、如何做好阅读与写作的衔接。
2、对学生模仿游记的评论与评价。
四、教学过程 Pre-writingActivity 1.Show the students some sentences from the reading in this unit to remind them of the travel experience of Wang Wei and Wang Kun.1.I had dreamed about taking a great bike trip.2.She loves to go for long bike rides in the countryside.3.She gave a determined look---the kind that said she wouldn't change her mind.4.When are we leaving and when are we coming back? 5.At first the river is small, clear and cold.Then it begins to move quickly.It becomes a rapids as it passes though deep valleys….At last, the river's delta enters theSouth China Sea.6.To climb the mountain road was hard work but going down the hills was great fun.7.We are reaching Dali in Yunnan Province where our cousins Dao Wei and Yu Hang will join us.We can hardly wait to see them.At the same time, the teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips and share their afterthoughts with us.(本教学环节可以起到承上启下的作用，学生脑海中可以复现本单元游记的场景；通过回忆下划线的词语或句型，即可复习巩固，又为新的写作训练架起“引桥”。
《Unit 3 Travel journal》教学设计
《Unit3Travel journal》教学设计
一、教学目标
1.掌握与旅行相关的词汇和表达。
2.能够描述自己的旅行经历或计划。
3.培养学生对旅行的热爱和探索精神。
二、教学重难点
1.重点：词汇和表达的掌握，旅行描述。
2.难点：用英语连贯地描述旅行经历。
三、教学方法
情景模拟法、口语表达法、写作训练法。
四、教学过程
1.导入
展示一些美丽的旅游景点图片，激发学生对旅行的兴趣。
2.词汇学习
（1）教授与旅行相关的词汇，如journey、destination、adventure等。
（2）通过词汇接龙游戏巩固词汇。
3.口语练习
（1）学生两人一组，互相询问对方的旅行经历。
（2）分享有趣的旅行故事。
4.写作训练
（1）让学生写一篇自己的旅行日记或旅行计划。
（2）展示优秀作品，进行点评。
5.课堂小结
总结旅行相关的词汇和表达，以及如何描述旅行。
6.作业布置
（1）制作一份自己梦想旅行地的海报，用英语介绍。
（2）阅读一篇关于旅行的英语文章。
高中英语Unit3TraveljournalPeriod1教案新人教版必修
Unit 3 Travel journalPeriod 1Teaching aims and demands1.Topic: traveling; describing a journey2.Vocabulary and useful expressions:journal, fare, transport, prefer, disadvantage, fare, flow, cycle, persuade, graduate, finally, schedule, fond , be fond of , shorting , stubborn, care about , make up one’s mind , determine, give in , valley, pace, altitude, bend, boil , forecast, parcel, reliable, organize, journey, insurance, wool, as usual, view , pillow, midnight, at midnight, flame, beneath, temple, cave, change one’s mind, Function:Good wishes：Have a good day/time!Have a good journey/trip!Good luck!Enjoy yourself!Best wishes to you.Happy New Year!Merry Christmas!Happy birthday!Thank you.You, too.The same to you.Means of transportation:walking, cycling, horse riding, taking buses/trains/boats/planes3.Grammar: 现在进行表将来Where are you going on holiday?I am going to Hawaii on holiday.When are we ing back?Teaching procedure:Step 1.Warming up1.Ask some questions:Do you often travel? Where have you been?2.Following the steps of the warmingup on page 17.Step 2. Prereading1.Show some traveling pictures of the teacher’s.2.Ask Ss : which river is the longest one in the world and which is the largestone; which river is the longest one in China.3.Ask Ss: how people who live along a river use it.Step 3. Whilereading1.Scanning: Ss read quickly and answer:What are they going to do?2.Skimming: Ss read again and finish prehending 1 on page 19.3.Ss read and get the main ideas of each paragraph.4.Ss list the countries that the Mekong River flows through.Step 4. AfterreadingSs in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.Step 5. Assignment1.surf the internet and get more information about the Mekong River.2.retell the passage using your own words.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
高三英语写作课Travel journal教学案例一、教学内容以人民教育出版社教材中"Travel journal"话题为背景，根据写作要求提示，组织材料写一篇自己亲身游记。
二、教学目标1、写作技能目标：在学习"Travel journal"之后，掌握用英文写游记体裁文章的基本技能。
2、学习策略目标：（1）指导学生学会欣赏游记，并能模仿写出自己的旅游经历与体会。
（2）培养学生选择使用工具书的技能，促进写作水平的提高。
3、情感目标：提高学生的业余生活质量，欣赏美丽河山，热爱和保护自然，同时加强情感交流。
三、教学重点与难点1、如何做好阅读与写作的衔接。
2、对学生模仿游记的评论与评价。
四、教学过程Pre-writingActivity 1. Show the students some sentences from the reading in this unit to remind them of the travel experience of Wang Wei and Wang Kun.1. I had dreamed about taking a great bike trip.2. She loves to go for long bike rides in the countryside.3. She gave a determined look---the kind that said she wouldn't change her mind.4. When are we leaving and when are we coming back?5. At first the river is small, clear and cold. Then it begins to move quickly. It becomes a rapids as it passes though deep valleys….At last, the river's delta enters the South China Sea.6. To climb the mountain road was hard work but going down the hills was great fun.7. We are reaching Dali in Yunnan Province where our cousins Dao Wei and Yu Hang will join us. We can hardly wait to see them.At the same time, the teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips and share their afterthoughts with us.(本教学环节可以起到承上启下的作用，学生脑海中可以复现本单元游记的场景；通过回忆下划线的词语或句型，即可复习巩固，又为新的写作训练架起“引桥”。
)Activity 2. Travel around our countryT: Do Wang Wei and Wang Kun enjoy their bike trip? (S: Yes.)And have you made a trip somewhere in our country/our town/our area? Or "Have you ever had such experiences as Wang Wei and Wang Kun?" (Forstudents living in towns, most of them will say "Yes", for others the teacher may choose the one the students are familiar with.) For me, traveling around is exciting and there are a lot of places of interest to see in our motherland. Look at the pictures and guess where it is.(Show some slides or pictures.)Hainan Island; Hongkong; Tian'anmen Square; The Great Wall; Mountain Tai; Qingdao; Huanghe, Temple of Heaven etc.（对于大多数学生而言，英语写作不轻松，也比较乏味。
通过师生互动的课堂活动和欣赏图片，既能较好地激发学生的兴趣，引领学生欣赏名胜古迹，又在一定程度上使学生为之振奋，从而激发写作欲望。
）While-writing:Activity 3. Talk about the writing topic. ( handout )假设你是李华，今年五一节，你们班组织了集体登泰山活动，请你根据当时的场景写一篇游记。
记述你们班为什么选择登泰山？在登山前做了哪些准备工作？如何到达山顶？途中观察到什么？有什么感受？1. Do you want to go traveling around these places? (Yes.) So do I. If we had enough time and enough money, we would go there some day. By the way, I was told that your class went to Mountain Tai during the Labour Day. Am I right? Would some of you share the ideas with me?2. Brainstorming:Get the students to ask and answer the question:Why did you choose to go to Mountain?The students may give some answers as follows:A. Mountain Tai is quite beautiful/famous/close to nature.B. We want to have an interesting trip there.C. During the climb, we students can help each other, which will strengthen the friendship between us.D. We had dreamed about climbing Mountain Tai together for long.E. It's in our province, and we feel proud of it.F. We want to make a study of the wildlife there.G. We should try to overcome any difficulty, no matter how hard it is.H. Mountain climbing is really exciting.……(For the above questions, the teacher asks the students to give as much information as possible, and do the same with the following ones. )1. What did you do before your trip?2. How did you get to the top of the mountain?……(本阶段属于本节课的核心内容。
由景而入，激发了学生的兴趣；通过“大脑风暴”活动，既活跃了课堂气氛，拓展了学生的思维，又能够锻炼学生口头表述事实和交流信息的能力，这些可理解的输入为下一步的写作做好了语言上的准备。
同时，本环节也体现了读写一体的原则，即每个句子的正确性为整篇文章的写作打下了良好的基础。
)Activity 4. Put the ideas into sentences and then into passages1. First, ask the students to write down some sentences about their climbing. Ask them to make out an outline, topic sentences of the paragraphs, and some key words and phrases. They can also combine the answers to the above questions and then revise them with the advice from others.2. Next, get the students to put their sentences in order. And share their writing with their partners.(Before getting the students to start, remind them of the differences between a diary and a journal.)3. Then, students write the travel journey, using linking words and relative pronouns.While carrying out this work, the teacher may walk around the students to give some help when necessary.(由问题的互动，学生积累了写作素材;同时，学生写作技能的培养在这里也得到了集中体现。
从整理思路，组织素材，到列出提纲，遣词造句，写出文章，整个过程是连贯的，是一体的。